Chapter 4: Learning & Transfer or Training

Internal Conditions

Processes within the learner that must be present for learning to occur

Expectancy

Refers to the mental state that the learner brings the instructional process

Working Storage

Related to short-term memory; rehearsal & repetition of information occur, allowing material to be coded for memory

Instruction

The trainer's manipulation of the environment in order to help trainees learn

Expectancy Theory

Theory that suggests that a person's behavior is based on three factors: expectancy, instrumentality, & valence

Cognitive Theory of Transfer

Theory that suggests that the likelihood of transfer is increased by providing trainees with meaningful that enhances the chances that they will link what they encounter in the work environment to the learned capability

far transfer

Trainees' ability to apply general principles learned in training to the work situation even through the work situation is not identical to that of the training session is known as _____.

Whole Practice

All tasks or objectives should be practiced at the same time

communities of practices (COPs)

Groups of employees who work together, learn from each other, and develop a common understanding of how to get work done are known as ______.

Metacognition

Individual control over one's thinking

Past Accomplishments

Allowing employees to build a history of successful accomploshments

Part Practice

An objective or task should be practiced individually as soon as each is introduced in the training program

Organizing

Requires the learner to find similarities & themes in the training material

Goal Setting Theory

assumes that behavior results form a person's conscious goals & intentions

Key Behaviors

behaviors that can be used successfully in a wide variety of situations

Reinforcement Theory

emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors

Motor Skills

include coordination of physical movements

Automation

making performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention

Cognitive Strategies

regulate the processes of learning; related to the learner's decision regarding what information to attend to (pay attention to), how to remember, & how to solve problems

Valence

the value that a person place on an outcome (i.e. how important it is to perform better on the job

Learning Orientation

trying to increase ability or competence in a task

Instrumentality

in expectancy theory, a belief that performing a given behavior (i.e. attending a training program) is associated with a particular outcome (i.e. being able to better perform your job)

Practice

The physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge

andragogy

The theory of adult learning is known as _____.

Open Skills

Training objectives that are linked to learning general skills

Adult Learning Theory

Developed out of a need for a specific theory of how adults learn

Fidelity

the extent to which the training environment is similar to the work environment

Andragogy

the theory of adult learning

practice

The mental r physical rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge is called ______.

Theory of Identical Elements

proposes that transfer of training occurs when what is being learned in the training session is identical to what the trainee has to perform on the job

Intellectual skills

skills that include concepts & rules, which are critical to solve problems, serve customers, & create products

Lapses

takes place when the trainee uses previously learned, less effective capabilities instead of trying to apply the capability emphasized in the training program

Maintenance

the process of trainees continuing to use what they learned over time

Far Transfer

the trainee's ability to apply learned capabilities to the work environment, even through the work environment (equipment, problems & tasks) s not identical to that of the training session

Transfer of Training

trainees effectively and continually applying what they have learned in training to their jobs

Climate for Transfer

trainees' perceptions about a wide variety of characteristics of the work environment that facilitate or inhabit the use of trained skills or behaviors

Closed Skills

training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job

Massed Practice

Conditions in which individuals practice a task continuously, without resting

Overlearning

Continuous practice even if they have been able to perform the objective several times

Training Administration

Coordinating activities before, during, & after the program

Error Management Training

Giving trainees opportunities to make errors during training and to learn from them

Communities of Practice (COPs)

Groups of employees who work together, learn from each other, & develop a common understanding of how to get work accomplished

External Conditions

Processes in the learning environment that facilitate learning

Generalization

a trainee's ability to apply what they learned to on-the-job work problem & situations that are similar but not necessarily identical to those problems & situations encountered in the learning environment (i.e. the training program)

Spaced Practice

conditions in which individuals are given rest intervals within practice sessions

Social Learning Theory

emphasizes that people learn by observing other persons (models) whom they believe are credible & knowledgeable

Logical Verification

involves perceiving a relationship between a new task & a task already mastered

Verbal Persuasion

offering works of encouragement to convince others they can learn

Elaboration

Requires the trainee to relate the training material to other, more familiar knowledge, skills, or behaviors

Boosters

Retrieval opportunities that can help the learner's brain consider training information as important & help retain it

Stimulus Generalization Approach

Suggests that they way to understand the transfer of training issue is to construct training so that the most important features or general principles are emphasized

Perception

The ability to organize the message from the environment so that it can be processed & acted upon

Overall Task Complexity

The degree to which a task requires a number of distinct behaviors, the number of choice involved in term-103performing the task & the degree of uncertainty in the performing the task

Physical Requirements

The degree to which the task requires the person to use or demonstrate physical skills & abilities to perform & complete the task

Mental Requirements

The degree to which the task requires the subject to use or demonstrate mental skills or cognitive skills or abilities to perform the task

Gratifying

The feedback that the learner receives as a result of using learning content

Learner-Instructor Interaction

The interaction between the learner & the expert (trainer)

Learner-COntent Interaction

The leaner interacts with the training content

Extinction

The process of withdrawing positive or negative reinforcers to eliminate a behavior

Objective

The purpose & expected outcome of training activities

Rehearsal

The simplest learning strategy, focuses on learning through repition (memorization)

Negative Reinforcement

the removal of an unpleasant outcome

Near Transfer

Trainees' ability to apply learned capabilities exactly to the work situation

Expectancies

beliefs about the link between trying to perform a behavior & actually performing well

Information Processing Theory

gives more emphasis to the internal processes that occur when training content is learned & retained

Verbal Information

includes names or labels, facts, & bodies of knowledge; includes specialized knowledge that employees need in their jobs

Feedback

information about how well people are meeting the training objectives

Modeling

involves having employees who already have mastered the learning outcomes demonstrate them for trainees

Performance Orientation

refers to learners who focus on task performance & how they compare to others

Goal Orientation

refers to the goals held by a trainee in a learning situation

Semantic Encoding

the actual coding process of incoming messages

Self-Regulation

the learner's involvement with the training material & assessing their progress toward learning

Training COntext

the physical, intellectual, & emotional environment in which training occurs

Retrieval

Involves identifying learned material in long-term memory & using it to influence performance

Generalizing

Being able to adopt the learning for use in similar but not identical situations

Self-Management

A person's attempt to control certain aspects of decision making & behavior

1. A stimulus or message is received from the environment. 2. The message is registered in the senses. 3. The message is stored in short-term memory. 4. The message is coded for storage in long-term memory. 5. The learner's response is organized by the response generator that tells the effectors what to do. 6. Feedback is received from the environment.

Arrange the components involved in information processing in ascending order. (a) The message is stored in short-term memory. (b) A stimulus or message is received from the environment. (c) The learner's response is organized by the response generator that tells the effectors what to do. (d) Feedback is received from the environment. (e) The message is coded for storage in long-term memory. (f) The message is registered in the senses.

1. Attention 2. Retention 3. Motor Reproduction 4. Motivational Processes

Arrange the processes involved in learning as suggested by social learning theory in ascending order. (a) Attention (b) Motor Reproduction (c) Retention (d) Motivational Processes

1. Concrete Experience 2. Reflective Observation 3. Abstract Conceptualization 4. Active Experimentation

Arrange the stages involved in the learning cycle in ascending order. (a) Abstract conceptualization (b) Reflective observation (c) Active experimentation (d) Concrete experience

1. Ascertaining the degree of positive and negative reactions for implementing the newly learned capabilities 2. Determining goals and implementing newly acquired capabilities 3.Implementing newly acquired capabilities on the job 4. Observation the application of acquired capabilities to the job 5. Pursuing self-reinforcement

Arrange the steps involved in the process of self-management in the order they should be followed. (a) Pursuing self-reinforcement (b) Observation the application of acquired capabilities to the job (c) Ascertaining the degree of positive and negative reactions for implementing the newly learned capabilities (d) Determining goals and implementing newly acquired capabilities (e) Implementing newly acquired capabilities on the job

(b) It suggests that information in human brain undergoes several transformations.

Identify an accurate statement about information processing theory. (a) It emphasizes the external processes that occur when training content is learned and retained. (b) It suggests that information in human brain undergoes several transformations. (c) It suggests that a person's behavior is based on expectancy, instrumentality, and valence. (d) It emphasizes that people learn by observing other persons whom they believe are credible and knowledgeable.

(a) Verbal instructions, pictures, and maps in training proposing ways to facilitate the storage of content in memory (c) The response generator organizing learners' response and telling the effectors (muscles) what to do (d) Enhanced perceptual features of the stimulus, which attract learners' attention (e) Variations in the frequency of the stimulus that impact attention

Identify the external events that influence learning in individuals as highlighted by the information processing model. (a) Verbal instructions, pictures, and maps in training proposing ways to facilitate the storage of content in memory (b) The response generator organizing learners' response and telling the effectors (muscles) what to do (c) The response generator organizing learners' response and telling the effectors (muscles) what to do (d) Enhanced perceptual features of the stimulus, which attract learners' attention (e) Variations in the frequency of the stimulus that impact attention (f) Senses registering the messages and storing them in short-term memory

(c) Expectancy

Identify the learning process that includes willingness to attend a training and an ability to interpret the purpose and likely benefits of the instruction on the job. (a) Generalizing (b) Gratifying (c) Expectancy (d) Perception

(b) Need for achievement (c) Need for power (d) Need for affiliation

Identify the needs emphasized by David McClelland's need theory. (a) Need for security (b) Need for achievement (c) Need for power (d) Need for affiliation (e) Need for necessities

extinction

In the context of reinforcement theory of motivation, the process of removing positive or negative reinforcers to do away with a behavior is known as _____.

maintenance

In the context of transfer of training, the process of trainees continuing to use what they learned over time is known as _____.

Reflection

Involves having trainees spend a short amount of time such as fifteen minutes, reviewing & writing about what they learned & how they performed

(a) Expectancy - (z) it is the belief that a better behavior will lead to better performance (b) Instrumentality - (x) it is the faith that a particular behavior will lead to a particular outcome (c) Valence - (y) it is the significance of a particular outcome for an individual

Match the factors that determine an individual's behavior as suggested by expectancy theory (a-c) with their definitions (x-z). (a) Expectancy (b) Instrumentality (c) Valence (x) it is the faith that a particular behavior will lead to a particular outcome (y) it is the significance of a particular outcome for an individual (z) it is the belief that a better behavior will lead to better performance

(a) Metacognition - (z) Individual control over one's thought process (b) Self-Regulation - (y) The learner's involvement with the training material and checking their progress toward learning

Match the factors that promote learning in training (a-b) with their definitions (y-z). (a) Metacognition (b) Self-Regulation (y) The learner's involvement with the training material and checking their progress toward learning (z) Individual control over one's thought process

(a) Metacognition - (y) individual control over one's thought process (b) Self-regulation - (z) The learner's involvement with the training material and checking their progress toward learning

Match the factors that promote learning in training (a-b) with their definitions (y-z). (a) Metacognition (b) Self-regulation (y) individual control over one's thought process (z) The learner's involvement with the training material and checking their progress toward learning

(a) Learner-Content Interaction - (z) is required when a task is completed alone (b) Learner-Learner Interaction - (y) is required when a task needs to be completed in a group (c) Learner-Instructor Interaction - (x) is best when a task needs in-depth exploration, critical analysis, and thinking

Match the forms of instructional interactions (a-c) with their descriptions (x-z). (a) Learner-Content Interaction (b) Learner-Learner Interaction (c) Learner-Instructor Interaction (x) is best when a task needs in-depth exploration, critical analysis, and thinking (y) is required when a task needs to be completed in a group (z) is required when a task is completed alone

(a) Intellectual Skills - (z) Include concepts and rules that are used to solve problems, create products, and serve customers (b) Motor Skills - (y) Include coordination of physical movements (c) Attitudes - (w) Include beliefs and feelings that cause an individual to behave in a particular manner (d) Cognitive Strategies - (x) Determine the processes of learning

Match the learning outcomes of training session (a-d) with their descriptions (w-z). (a) Intellectual Skills (b) Motor Skills (c) Attitudes (d) Cognitive Strategies (w) Include beliefs and feelings that cause an individual to behave in a particular manner (x) Determine the processes of learning (y) Include coordination of physical movements (z) Include concepts and rules that are used to solve problems, create products, and serve customers

(a) Learning Orientation - (z) Motivates individuals to improve their ability or competence in a task (b) Performance Orientation - (y) Motivates individuals to concentrate on the execution of a task

Match the types of goals orientation among individuals (a-b) with their descriptions (y-z). (a) Learning Orientation (b) Performance Orientation (y) Motivates individuals to concentrate on the execution of a task (z) Motivates individuals to improve their ability or competence in a task

(a) Closed Skills - (z) Objectives of a training that focus on specific skills that are identical to the skills required on the job (b) Open Skills - (y) Objectives of a training that focus on general learning principles

Match the types of skills emphasized by a training (a-b) with their descriptions (y-z). (a) Closed Skills (b) Open Skills (y) Objectives of a training that focus on general learning principles (z) Objectives of a training that focus on specific skills that are identical to the skills required on the job

Advance Organizers

Outlines, texts, diagrams, & graphs that help trainees organize the information that will be presented & practiced

False It is probably best to employ both whole and part practice in a training session. Trainees should have the opportunity to practice individual skills or behaviors. If the skills or behaviors introduced in training are related to one another, the trainee should demonstrate all of them in a practice session after they have been practiced individually.

True or False: It is advisable to incorporate either whole or part practice in a training session.

(b) Informing trainees about the process or strategy (c) Furnishing advance organizers to help trainees organize the information that will be emphasized by training

What can trainers do to enhance trainees' motivation to learn before practice? (a) Suggesting trainees to set easy mastery or learning goals (b) Informing trainees about the process or strategy (c) Furnishing advance organizers to help trainees organize the information that will be emphasized by training (d) Creating expectations for trainees without revealing what will occur in training

(c) When the training is related to their current work experience

When are employees most likely to learn from a training program? (a) When the training avoids repeating the application of ideas in different contexts (b) When the training includes concepts, terms, and examples that are unfamiliar to them (c) When the training is related to their current work experience (d) When the training objectives are linked to their goals rather than the goals of their organization

(a) Preparing pretraining materials (b) Information employees about courses and programs (c) Enrolling employees in courses and programs (f) Making communications between trainer and trainees easy during and after training

Which of the following activities are involved in training administration? (a) Preparing pretraining materials (b) Information employees about courses and programs (c) Enrolling employees in courses and programs (d) Helping trainees to prepare for training (e) Shortlisting employees in courses and programs (f) Making communications between trainer and trainees easy during and after training

(a) Overall task complexity (b) Mental requirements (c) Physical requirements

Which of the following are included in task characteristics that along with the frequency of practice influence learning? (a) Overall task complexity (b) Mental requirements (c) Physical requirements (d) Whole tasks (e) Condition-based tasks

(d) Storage of information in memory

Which of the following is included in internal conditions that are necessary for learning outcomes? (a) Reinforcement by managers (b) Opportunities to practice and receive feedback (c) Physical learning environment (d) Storage of information in memory

(d) Feedback

Which of the following provides information about how well trainees are fulfilling the objectives of the training? (a) Metacognition (b) Massed practice (c) Self-regulation (d) Feedback

(c) Identical elements theory

Which of the following theories is relevant to ensure the occurrence of near transfer of training? (a) Cognitive theory of transfer (b) Stimulus generalization approach (c) Identical elements theory (d) Adult learning theory

Instruction

______ refers to the manipulation of the environment by a trainer to facilitate learning among trainees.

Attitudes

a combination of beliefs & feelings that predispose a person to behave a certain way; cognitive component (beliefs), effective component (feeling), & internal component (the way a person intends to behave with regard to the focus of the attitude)

Need

a defieciency that a person is experiencing at any point in time

Self-Efficacy

a person's judgement about whether he/she can successfully learn knowledge & skills

Positive Reinforcement

a pleasurable outcome resulting from a behavior

Learning

a relatively permanent change in human capabilities that can include knowledge, skills, attitudes, behaviors, and competencies that are not the result of growth processes